Relevant bibliographies by topics / Climate literacy

Academic literature on the topic 'Climate literacy'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Climate literacy"

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Et.al, Wan Nur Syamilah Wan Ali. "Climate Change: Climate Literacy and Response among USM Students." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 2205–10. http://dx.doi.org/10.17762/turcomat.v12i3.1168.

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Climate change is a serious issue that not only affects Malaysia but also worldwide. Previous studies found that climate literacy may have a significant relationship with climate response while the level of education does not affect climate literacy. Thus, this study was conducted to gauge the level of climate literacy as well as their responses for Universiti Sains Malaysia (USM) students. A mobile climate application named SmaCli is proposed at the end of this study to address the issue of negative response towards climate change. The featuresof SmaCli are based on responses solicited from the questionnaire and the aim is to enhance climate literacy and encourage positive responses. However, for this paper, the prototype of the application is not included. A total of 196 responses were collected which consists of postgraduate and undergraduate students. The study found that 66% of the respondents have high literacy on climate change, level of education has no significant relationship with climate literacy level, mitigation act (climate response) showed a significant relationship with climate literacy level, and adaptation act (climate response) has no significant relationship with climate literacy. Hence, a concerted effort is still needed to improve climate literacy levels to ensure a positive climate response.
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Fung, Megan K., Laura R. Tedesco, and Miriam E. Katz. "Games and climate literacy." Nature Geoscience 8, no. 8 (July 30, 2015): 576. http://dx.doi.org/10.1038/ngeo2499.

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Miléř, Tomáš, and Petr Sládek. "The climate literacy challenge." Procedia - Social and Behavioral Sciences 12 (2011): 150–56. http://dx.doi.org/10.1016/j.sbspro.2011.02.021.

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Gabrova, Lyubimka. "Children – Gamification – Climate Literacy." Vocational Education 24, no. 5 (October 11, 2022): 473–85. http://dx.doi.org/10.53656/voc22-512igra.

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The author shares his ideas and experience of approbation of educational model “child – play – climate literacy (competence)” in 6 – 7 year old children in the process of management and guidance of games for the formation of smart growth; proposes the design of pedagogical situations on topics that form climate competence in 6 – 7 year old children; shares conclusions and generalizations of the project.
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Shafer, Mark A. "Climate Literacy and a National Climate Service." Physical Geography 29, no. 6 (November 2008): 561–74. http://dx.doi.org/10.2747/0272-3646.29.6.561.

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Lay, Vladimir. "Klimatska pismenost: analiza osnovnih prepreka razvoju i širenju klimatske pismenosti." Socijalna ekologija 25, no. 1-2 (2016): 39–52. http://dx.doi.org/10.17234/socekol.25.1.2.

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Simpson, Nicholas P., Talbot M. Andrews, Matthias Krönke, Christopher Lennard, Romaric C. Odoulami, Birgitt Ouweneel, Anna Steynor, and Christopher H. Trisos. "Climate change literacy in Africa." Nature Climate Change 11, no. 11 (October 7, 2021): 937–44. http://dx.doi.org/10.1038/s41558-021-01171-x.

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Corner, Adam. "Science literacy and climate views." Nature Climate Change 2, no. 10 (September 27, 2012): 710–11. http://dx.doi.org/10.1038/nclimate1700.

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Suhaimi, Najibah, and Siti Nur Diyana Mahmud. "A Bibliometric Analysis of Climate Change Literacy between 2001 and 2021." Sustainability 14, no. 19 (September 22, 2022): 11940. http://dx.doi.org/10.3390/su141911940.

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This paper presents a bibliometric analysis overview of climate literacy, focusing on 740 articles published between 2001 and 2021 from the SCOPUS database. The main aim of this study was to examine related climate literacy publications. A bibliometric analysis was conducted to identify the growth trend of climate literacy research over the last twenty years (2001 to 2021), in addition to collaborations between authors, institutions, and countries in related fields. Thematic and keyword analyses were carried out to identify recent and current research topics. Based on the findings, an increasing trend in the number of publications related to climate change, 740 articles in total, was found for the last twenty years (2001 to 2021). Meanwhile, Ford, J. D. was identified as the most productive author, and the United States, United Kingdom and Australia were found to be the most influential countries producing research on climate literacy. In addition, the University of Melbourne (Australia), University of Washington and Columbia University in the United States were among the top universities to have contributed to climate literacy publications. Furthermore, Weather, Climate and Society was found to be the most represented journal, ranking Q1 in SCOPUS, with the highest publications in climate literacy. Four major thematic focus areas were identified: climate change activity, climate literacy, climate event and demographic of research studies. Based on the bibliometric analysis, the authors suggest that future research on climate literacy should focus on climate literacy among young people and the relationships between climate literacy components.
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Harrington, John. "Misconceptions: Barriers to Improved Climate Literacy." Physical Geography 29, no. 6 (November 2008): 575–84. http://dx.doi.org/10.2747/0272-3646.29.6.575.

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Dissertations / Theses on the topic "Climate literacy"

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Anyanwu, Raymond Ndubisi. "An assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96831.

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Thesis (PhD)--Stellenbosch University 2015.
ENGLISH ABSTRACT: This survey research employed a criterion-referenced multiple-choice questionnaire to collect data from 194 FET Geography teachers in the Western Cape province to assess their level of literacy in both climate change science and climate change pedagogy, and to determine the influence of gender, age, qualification, specialisation, experience, grade mostly taught, their experience in providing instruction on climate change and the location of their school. Aspects of climate change science assessed include: climate processes and probable causes of climate change; climate change impacts; and climate change responses. Aspects of climate change pedagogy assessed include: the aims and significance of climate change education; and constructivist teaching principles and practice. The collected data was analysed using percentage frequencies to determine the teachers‟ level of literacy in climate change science and climate change pedagogy; the Mann-Whitney and Kruskal-Wallis tests were used to determine the influence of the mediating variables on climate change science literacy and climate change pedagogical literacy, respectively. The results indicate that Geography teachers in the Western Cape Province demonstrated „High‟ literacy in climate change science and „Low‟ literacy in climate change pedagogy. Factors such as school location, gender, age and teaching experience were found to have a significant influence on climate change science literacy; whereas qualification, specialisation, grade mostly taught and experience in providing instruction on climate change did not. Conversely, teaching experience and grade mostly taught had a significant influence on climate change pedagogical literacy; whereas school location, gender, age, qualification, specialisation and experience in providing instruction on climate change did not. Based on these findings, it is recommended that professional development interventions in climate change pedagogy are required in order to expose Geography teachers to the aims and significance of climate change education and methods of facilitating problem-based, learner-centred instruction on climate change.
AFRIKAANSE OPSOMMING: Hierdie opnamenavorsing het gebruik gemaak van ‟n kriteriumverwysing- meerkeusige vraelys om data by 194 VOO Aardrykskunde onderwysers in die Wes-Kaap provinsie te versamel om hulle vlak van geletterdheid in beide die wetenskap en pedagogie van klimaatsverandering te bepaal en om die invloed van geslag, ouderdom, kwalifikasie, spesialisasie, ervaring, graad wat die meeste onderrig is, hulle ervaring van onderrig oor klimaatsverandering en die ligging van hulle skool te bepaal. Aspekte van klimaatsverandering wat geassesseer is, het klimaatsprosesse en moontlike oorsake van klimaatsverandering, impakte van klimaatsverandering en reaksies op klimaatsverandering ingesluit. Aspekte van die pedagogie van klimaatsverandering wat geassesseer is, het die doelwitte en betekenisvolheid van opvoeding oor klimaatsverandering en konstruktivistiese onderrigbeginsels en -praktyk ingesluit. Die versamelde data is met persentasiefrekwensie geanaliseer om die onderwysers se vlak van geletterdheid in die wetenskap en pedagogie van klimaatsverandering te bepaal; die Mann-Whitney en Kruskal-Wallis toetse is gebruik om die invloed van bemiddelende veranderlikes op geletterdheid met betrekking tot die wetenskap en pedagogie van klimaatsverandering onderskeidelik te bepaal. Die resultate dui aan dat Aardrykskunde-onderwysers in die Wes-Kaap „Hoë‟ geletterdheid in die wetenskap van klimaatsverandering en „Lae‟ geletterdheid in die pedagogie van klimaatsverandering getoon het. Faktore soos ligging van die skool, geslag, ouderdom en onderrigervaring het ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl kwalifikasie, spesialisasie, graad wat die meeste onderrig is en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. In teenstelling het onderrigervaring en graad wat die meeste onderrig is, ‟n betekenisvolle invloed op geletterdheid in klimaatsverandering gehad, terwyl ligging van die skool, geslag, ouderdom, kwalifikasie, spesialisasie en ervaring van onderrig oor klimaatsverandering nie so ‟n invloed gehad het nie. Op grond van hierdie resultate kan gesê word dat professionele ontwikkelingsingrypings in die pedagogie van klimaatsverandering nodig is om Aardrykskunde-onderwysers bloot te stel aan die doelwitte en belangrikheid van onderwys oor klimaatsverandering en metodes om probleemgebaseerde, leerdergesentreerde onderrig oor klimaatsverandering te fasiliteer.
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Borowicz, Lydia. "Traversing the Rift: Cultivating Climate Change Literacy Through Theatrical Performance." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24557.

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Climate change is a persistent and growing threat to the well-being of both humans and nonhuman species, and little action has been taken to halt it. It is imperative the public gains a sufficient level of climate change literacy to be able to take action to mitigate climate change. Theatrical performance offers audiences diverse ways to engage with climate change through both improving scientific understanding and connecting with climate change’s effects through live, embodied performance. Employing the National Oceanic and Atmospheric Administration’s tenets of climate literacy, I examine how climate change plays (specifically Steve Waters’ The Contingency Plan, Chantal Bilodeau’s Sila, Duncan Macmillan and Chris Rapley’s 2071, and E.M. Lewis’s Magellanica) can cultivate improved climate change literacy in audiences. Halting climate change will require not just climate science knowledge but a shift in values toward an ecologically sustainable future, and theatre offers vital space and tools for reimagining that future.
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Snape, Mark Anthony. "An evaluation into how the introduction of Secondary SEAL has impacted upon school climate & pupils' emotional literacy and resiliency levels." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3258.

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This research paper forms the first half of this thesis exploring how the introduction of Secondary SEAL (SSEAL) has impacted on pupils’ emotional literacy and resiliency levels (as measured by the NfER Emotional Literacy Questionnaire and the Resiliency Scales For Children and Adolescents – A profile of personal strengths (RSCA) Questionnaire). The aim of Paper 1 is to explore whether the SSEAL programme is associated with relevant pupil skills, to show resilience with a difficult situation; be more in tune with their emotions and the emotions of those around them. The research questions for paper 1 were: Question 1: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' emotional literacy levels? Question 2: What are the associations between the introduction of SSEAL into a secondary school and Year 8 pupils' resilience levels? Question 3: How has the introduction of SEAL had an impact on pupils’ emotional literacy and resiliency levels since the introduction of SEAL into the school? Question 4: To what extent are there any gender differences from students’ responses on the emotional literacy and resiliency questionnaires? This paper adopted a pragmatic epistemological stance and used a mixed methods design, where quantitative data was gathered from teachers and Year 8 pupils using both the NfER Emotional Literacy Questionnaire and the Resiliency Scales for Children and Adolescents: A Profile of Personal Strengths Questionnaire. The quantitative data was triangulated with the semi-­‐structured interviews from Paper 2 to inform the results of research question 3. The sample was derived from three secondary schools in the East Midlands. There were 64 pupils (31 males and 33 females) and three form tutors who completed the questionnaires. The qualitative data was gained from 6 teachers from the three secondary schools in the East Midlands using a semi-­‐structured interview. The results gained from paper 1 found that there was not a significant result for pupils’ emotional literacy scores between 2009 and 2010 for schools X, Y and Z. There was a significant ANOVA result for the teacher’s version of the emotional literacy questionnaire. The results gained from the resiliency scores showed that School Y had a significant result for pupils’ resourcefulness scores and School Z had a significant result for pupils’ vulnerability scores. The ANOVA results showed that there was a significant result for both resourcefulness and vulnerability from the results gained in 2011. The correlational data for school X, Y and Z found an association between pupils’ emotional literacy and resilience scores. The data indicated that males scored lower on the emotional literacy and resiliency questionnaires to females. A significant result was found for male scores on the Vulnerability questionnaire between 2010-­‐2011 and there was a significant difference between males and females on the vulnerability questionnaire. In conclusion, it can be suggested that SEAL had not significantly had an impact on pupils’ emotional literacy, but had impacted on pupils’ resilience scores. Moreover, the qualitative data indicated that SEAL has made pupils more aware of their social and emotional needs and the emotional needs of others. Moreover, the results indicate that staff had become more aware of the social and emotional needs of their pupils. However, it can be concluded that the introduction of SEAL has not necessarily increased pupils’ emotional literacy or resilience and other factors including, the Key Stage Three curriculum and the pastoral system has had an impact on these. From these results, the role of the EP could be to support schools in applying appropriate social and emotional assessment tools and interventions and support staff to recognise a pupil with high/low emotional literacy and resilience and the most appropriate way to support these. The aim of Paper 2 was to focus on the processes involved within a secondary school when introducing SEAL and whether SEAL had an impact on school climate as perceived by school staff. The research questions for this study were: Question 1: How has SEAL been implemented into the school’s curriculum and pastoral system? Question 2: What are staff perceptions of school climate since the introduction of SEAL? Question 3: What are the most effective sources of analysis to explore how effectively SEAL has been introduced into a secondary school (including OFSTED reports, Questionnaires and semi-­‐structured interviews) and its impact on school climate? A pragmatic epistemological approach was adopted for this research study where a mixed design was implemented. Semi-­‐structured interviews were carried out with six teachers, (two members of staff from the three secondary schools). A school climate questionnaire (OCDQ-­‐RM) was administered to 42 teaching staff. The results from both the semi-­‐structured interviews and the OCDQ-­‐RM questionnaire were triangulated. A thematic analysis was completed on the semi-­‐structured interviews adopting Braun & Clarke’s (2003) model. The results indicate that the three schools implemented SEAL into their curriculum quite differently. School X implemented SEAL into all subjects using their curriculum competencies; School Y introduced SEAL into their creative arts curriculum and School Z introduced it into their Humanities and English curriculum. Each school introduced SEAL into their pastoral system in different ways – School X had an activity week, which involved the local community and completed CASE during tutor times and had SEAL-­‐type themes in assemblies. School Y explicitly taught two of the SEAL units per term through the PSHE curriculum, and during tutor time and as part of the assemblies the students engaged in ‘Thought of the week’. Students were involved in an activity day about ‘Being Healthy’. The school had training staff to use Circle of Friends with students. School Z used SEAL type themes as part of their Global-­‐Eye and Thinking Through Schools Programme, which were delivered during assemblies and in tutor time. The school had also trained Teaching Assistants to use the Circle of Friends programme with pupils. The results gained from the OCDQ-­‐RM indicate that school Z had a closed climate, school X had an engaged climate and school Y had an open climate. The conclusions from this study suggest that SEAL had not improved school climate (as perceived by school staff) although it had made staff more aware of what school climate is and had improved relationships between students and staff. Finally, the role of the educational psychologist is important when supporting a school when implementing a whole school social and emotional learning programme and when staff perceive the school climate as being Closed or Disengaged.
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Crowell, Nancy A. "Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/450899160/viewonline.

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Is, Cisdem. "A Cross-cultural Comparison Of Factors Affecting Mathematical Literacy Of Students In Programme For International Student Assessment (pisa)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1050434/index.pdf.

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The purpose of the present study is to investigate the factors affecting mathematical literacy of 15-year-old students in Programme for International Student Assessment (PISA) across different cultural settings. The present study was conducted across three countries. These countries are Brazil, Japan and Norway. The countries were selected on the basis of their rankings in PISA 2000 study. Japan represented a high performing country with an average score of 557, Norway represented an average performing country with an average score of 499, and Brazil represented a low performing country with an average score of 334. The study explored how mathematical literacy is stimulated by predictors related to the students, the families and the school. A separate factor analysis was carried out for each questionnaire such as student questionnaire and cross curricular competencies questionnaire within the data of each country. Since the results of factor analyses of three countries were parallel, the observed variables representing the latent variables were selected from the student questionnaire and cross curricular competencies questionnaire administered in PISA 2000 in order to be used in the structural equation modeling. The included factors affecting mathematical literacy in PISA 2000 are attitudes towards reading, student-teacher relations, climate, communication with parents, usage of technology and facilities, attitudes towards mathematics and reading literacy. The proposed model was tested using structural equation modeling across three different cultures with different performance levels in PISA 2000. The findings of the study show that the latent independent variable having the strongest effect on mathematical literacy is the usage of technology and facilities in Brazil, communication with parents in Japan and attitudes towards reading in Norway. Moreover, the results were as follows: (1) Reading literacy significantly and positively influences mathematical literacy in all three countries. (2) There is a reciprocal relationship between the attitudes towards mathematics and mathematical literacy. In Brazil, the influence of attitudes towards mathematics on mathematical literacy is higher. However, the influence of mathematical literacy on attitudes towards mathematics is higher in Norway. (3) The attitudes towards reading have a negative direct effect and a positive indirect effect on mathematical literacy. (4) The student-teacher relations have a positive effect on mathematical literacy in Japan and Norway. But, in Brazil, this effect is negative. (5) The student-related factors affecting school climate are significantly and positively related to mathematical literacy in Brazil. On the other hand, the effect of climate on mathematical literacy is negative in Japan and non-significant in Norway. (6) Communication with parents significantly and positively influences the mathematical literacy in all three countries. (7) The usage of technology and facilities significantly and positively affects mathematical literacy in Brazil. However, this effect is negative in Japan and non-significant in Norway.
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Mårtensson, Ida, and Therese Nordström. "Nedfrysning av nötkött – ett sätt att minska matsvinn? : Konsumenters inställning till att köpa nötkött som frysts ner dagen innan bäst före datum har passerat kopplat till food literacy." Thesis, Högskolan Kristianstad, Fakulteten för naturvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19557.

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Inledning: Matsvinn bidrar till en negativ klimatpåverkan och svinnet av animalier, speciellt nötkött, genererar stora mängder onödigt växthusgasutsläpp per kilo. Att minska svinnet av animalier bör prioriteras för att snabbt minska växthusgasutsläppen. Syfte: Syftet är att undersöka konsumenters inställning till att köpa nötkött som frysts ner dagen innan bäst före datum har passerat i ett försök att minska köttsvinn. Vidare studeras om matrelaterade kunskaper, färdigheter och beteenden, sammanfattade i begreppet food literacy, påverkar inställningen till att köpa nötkött som frysts ner dagen innan bäst före datum har passerat. Material och metod: Data samlades in via en webbenkät och en fokusgrupp. Databearbetning och analys av den kvantitativa datan utfördes i Excel där chitvå-test användes som statistisk metod. Den kvalitativa datan transkriberades och analyserades med hjälp av kodning och tematisering. Resultat: Den kvantitativa datan visar en positiv trend där majoriteten av konsumenterna kan tänka sig att köpa nötkött som frysts ner dagen innan bäst före datum har passerat. Resultaten visar att graden av food literacy ökar med åldern. Faktorer som visar sig vara betydelsefulla för konsumenter är pris, kvalitet, förpackning och ursprung. Slutsats: Majoriteten av respondenterna oavsett ålder är positivt inställda till att köpa nötkött som frysts ner dagen innan bäst före datum har passerat. Resultatet pekar åt att andelen respondenter med hög grad av food literacy ökar med ålder och faktorer som styr vid inköp av nötkött som frysts ner dagen innan bäst före datum har passerat är pris, kvalitet, förpackning och ursprung.
Introduction: food waste contributes to a negative climate impact and the meat wastage, especially beef, generates large amounts of greenhouse gas emissions per kilogram beef. Reducing animal wastage should be a priority in order to quickly reduce greenhouse gas emissions. Aim: The aim is to investigate consumers' attitude to buying beef that has been frozen the day before the best before date has passed in an attempt to reduce the meat wastage. The study also investigates whether food-related knowledge, skills and behaviors, summarized in the concept food literacy, affect the attitude of buying beef that has been frozen the day before the best before date has passed. Method: Data was collected using a web-questionnaire and a focus group. The processing and the analysis of the data was performed in Excel using Chi-Square tests. The qualitative data was transcribed and analyzed using coding and thematization. Results: The quantitative data shows a positive trend where the majority of consumers can see themselves buying beef that has been frozen the day before the best before date has passed. The results show that the level of food literacy increases with age. Factors that prove to be important for consumers are price, quality, packaging and origin. Conclusion: The majority of respondents regardless of age are positive about buying beef. The result indicates that the proportion of respondents with a high degree of food literacy increases with age and factors that prove to be important for consumers when buying beef are price, quality, packaging and origin.
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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.

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This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018. Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.
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Riffel, Alvin Daniel. "Effects of a dialogical argumentation based instruction on grade 9 learners' conceptions of a meteorological concept: Cold Fronts in the Western Cape, South Africa." Thesis, University of Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6262_1384164748.

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This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called &lsquo
mixed methods&rsquo
) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study.
 
The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin&rsquo
s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997).
 
Further analyses were conducted on learners&rsquo
beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement). 
After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science&ndash
IK curriculum for the Natural Sciences subjects in South African schools.
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Goering, Christian Z. ""This ain't a ghetto class; this is a fine class!" : dramatic oral reading fluency activities in the social context of a ninth-grade classroom." Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/339.

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Le, Rouge Mary Frances. "How Literate Responses to Technical Communication Can Promote Practical Responses to Environmental Change." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1622204365670828.

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Books on the topic "Climate literacy"

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Azeiteiro, Ulisses M., Walter Leal Filho, and Luísa Aires, eds. Climate Literacy and Innovations in Climate Change Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70199-8.

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Peterman, Keith E., Gregory P. Foy, and Matthew R. Cordes, eds. Climate Change Literacy and Education The Science and Perspectives from the Global Stage Volume 1. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1247.

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Peterman, Keith E., Gregory P. Foy, and Matthew R. Cordes, eds. Climate Change Literacy and Education Social Justice, Energy, Economics, and the Paris Agreement Volume 2. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1254.

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Borkfelt, Sune, and Matthias Stephan, eds. Literary Animal Studies and the Climate Crisis. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11020-7.

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World Bank. The Little Data Book on Private Sector Development 2007. Washington, D.C: The World Bank, 2007.

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Forshaw, Barry. Death in a cold climate: A guide to Scandinavian crime fiction. New York: Palgrave Macmillan, 2012.

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Death in a cold climate: A guide to Scandinavian crime fiction. New York: Palgrave Macmillan, 2012.

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Australian made: A multicultural reader. Sydney: Sydney University Press, 2010.

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Taylor, Richard James. The effects of German music, aesthetics and the cultural, social and political climate on nineteenth-century French literary theory. Birmingham: University of Birmingham, 1989.

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Holmes, Steven J. Facing the change: Personal encounters with global warming. Salt Lake City: Torrey House Press, 2013.

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Book chapters on the topic "Climate literacy"

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Alkaher, Iris. "Climate Literacy and Environmental Activism." In Climate Action, 1–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-71063-1_139-1.

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Liu, Shiyu, Keisha Varma, and Gillian Roehrig. "Climate Literacy and Scientific Reasoning." In Future Earth-Advancing Civic Understanding of the Anthropocene, 31–40. Hoboken, NJ: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118854280.ch4.

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Molthan-Hill, Petra, and Fiona Winfield. "Climate Literacy Training for All." In The Handbook of Carbon Management, 33–55. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003274049-3.

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Endresen, Bente Elisabeth. "Red Snow—When the Climate Bleeds: A Nordic Art and Science Project Aimed at Overcoming Climate Apathy Through Collaboration Between Artists and Scientists." In Transformation Literacy, 263–75. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93254-1_18.

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AbstractThis chapter describes the transformative potential of arts and science collaboration. The aim of the Nordic art and science project “Red Snow—When the Climate Bleeds” which was undertaken in 2014–2016 was to increase people's awareness of the accelerating climate changes we are witnessing in the twenty-first century. This chapter shows how people can be encouraged to take action for the care of our planet and to live in a more sustainable way. The project was centred around an exhibition, consisting of artwork and scientific presentations, established collaboration with students at schools and universities and was implemented in four countries. In order to highlight the urgency of the need for change, the project showed some future scenarios presented by climate researchers. With the use of visual art, music and dance, it was possible to reach a larger audience than science alone could: this opened people's hearts and minds to new knowledge. The chapter concludes that the collaboration between the arts and science is increasingly important. Art can successfully go beyond the mental mindset, and speak directly to the emotions of the audience, and once works of art have made an impression, visitors are generally more open to new knowledge.
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Priest, Susanna. "Critical Science Literacy: Making Sense of Science." In Communicating Climate Change, 115–35. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58579-0_6.

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Johnston, Julie D. "Climate Change Literacy to Combat Climate Change and Its Impacts." In Climate Action, 200–212. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95885-9_31.

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Matthews, Julie, and Peter Waterman. "Sustainable Literacy and Climate Change: Engagement, Partnerships, Projects." In Climate Change Management, 83–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-10751-1_6.

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Harker-Schuch, Inez, and Michel Watson. "Developing a Climate Literacy Framework for Upper Secondary Students." In Climate Change Management, 291–318. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32898-6_17.

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Morgado, Fernando, Maria de Fátima Alves, and Luis R. Vieira. "Linguistic Diversity and Environmental Literacy in the Context of Climate Change in Mozambique." In Climate Action, 630–40. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95885-9_124.

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Morgado, Fernando, Maria de Fátima Alves, and Luis R. Vieira. "Linguistic Diversity and Environmental Literacy in the Context of Climate Change in Mozambique." In Climate Action, 1–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-71063-1_124-1.

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Conference papers on the topic "Climate literacy"

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Blažková, Hana, and Martina Fasnerová. "READING LITERACY AND THE CLASSROOM CLIMATE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1096.

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Herzfeld, Julia, Bosiljka Glumac, and Graeham Dodd. "CLIMATE ACROSS CURRICULUM: AN EFFORT TO INCREASE CLIMATE LITERACY BEYOND STEM DISCIPLINES." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-335743.

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Boyd, Kathryn, Anne Gold, Frank Niepold, Susan Lynds, Amanda Morton, Jennifer L. Taylor, Monica Z. Bruckner, Karin B. Kirk, Cheryl L. B. Manning, and Patrick Chandler. "THE CLIMATE LITERACY AND ENERGY AWARENESS NETWORK (CLEAN)." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-331913.

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Boyd, Kathryn, and Anne Gold. "CLIMATE LITERACY EDUCATION – BARRIERS, SUCCESSES, AND FUTURE WORK." In GSA Annual Meeting in Phoenix, Arizona, USA - 2019. Geological Society of America, 2019. http://dx.doi.org/10.1130/abs/2019am-334614.

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Moore, Alexandra, Don Duggan-Haas, Robert Ross, and Ingrid H. H. Zabel. "CROWDFUNDING CLIMATE LITERACY: A 21ST CENTURY BAKE SALE." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-319816.

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Lombardi, Doug. "CULTIVATING CLIMATE CHANGE LITERACY THROUGH SCAFFOLDED CRITIQUE AND EVALUATION." In GSA Annual Meeting in Indianapolis, Indiana, USA - 2018. Geological Society of America, 2018. http://dx.doi.org/10.1130/abs/2018am-320472.

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Sullivan, Susan, Anne Gold, Cheryl L. B. Manning, Jennifer L. Taylor, Karin B. Kirk, Monica Z. Bruckner, Frank Niepold, Susan Lynds, Sean P. Fox, and Tamara Shapiro Ledley. "NGSS WITH THE CLIMATE LITERACY AND ENERGY AWARENESS NETWORK (CLEAN) COLLECTION." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-304035.

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Kowalczak, Courtney C. "EVALUATION OF INDIGENOUS CLIMATE LITERACY STEM CAMP AND MEASURING STUDENT IMPACT." In GSA Annual Meeting in Seattle, Washington, USA - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017am-306747.

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Kirn, Marda. "CLIMATE LITERACY: FROM THE “WHAT” OF CLIMATE CHANGE TO THE “SO WHAT” OF PERSONAL AND SOCIAL CHANGE." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-287348.

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"Students’ Climate Change Literacy: Implication for Climate Change Education in Public Secondary Schools in Kabacan, North Cotabato." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.dir0117204.

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Reports on the topic "Climate literacy"

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Spoors, F., C. D. B. Leakey, and M. A. James. Coast to ocean: a Fife-eye view: ocean literacy in Fife, Scotland. Scottish Oceans Institute, 2021. http://dx.doi.org/10.15664/10023.23981.

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[Extract from Executive Summary] Ocean Literacy (OL), or Ocean Citizenship, is the basis of a movement to sway positive, lasting change in communities that will benefit the sea, coast and climate. An ocean literate person is understanding of the ocean’s influence on their own lives, as well as the way that their behaviours influence the ocean and is knowledgeable concerning ocean threats. A degree of informed-ness (or ‘literacy’) is thought to inspire effective communication and allow for impactful decision-making regarding personal lifestyle and behaviours, which are subsequently beneficial to the marine and coastal environment. Not only that, a collective OL mindset may be translated into policy, informing marine spatial planning authorities of people’s expectations regarding their marine and coastal spaces.
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Magleby, Alfred R. Combat Literacy: Creating a Command Climate With Greater Appreciation for the Operational Role of Foreign Language. Fort Belvoir, VA: Defense Technical Information Center, October 2009. http://dx.doi.org/10.21236/ada514003.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Carvalho, Helena. Land Inequality, Agricultural Productivity, and the Portuguese Agrarian Reform (1974-1976). APHES Working Paper in Economic and Social History, March 2022. http://dx.doi.org/10.55462/wpaphes_a_503.

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Land reforms sacrifice property rights in the name of a fairer distribution. The trade-off they imply makes their study of interest to Economic Historians: do the benefits of reduced land inequality justify the violation of property rights? The discussion about land reforms factors in both the social and efficiency consequences of land inequality. The debate preceding the Portuguese Agrarian Reform echoes these concerns and culminated in an anti-latifundia sentiment crystallized in the legislation used to justify the land occupations of 1974 to 1976. The aim of this paper is to critically assess the efficiency arguments used to justify the occupations. Was land productivity lower in latifúndio counties? A unique dataset drawn from primary sources was specially assembled to answer this question. Through standard OLS regression, this study finds that the number of agriculture journeyman per employer landowner has a statistically significant effect on agricultural productivity after controlling for geographical and soil characteristics. It also finds that introducing literacy as a control causes the effect of land inequality to disappear leading to the conclusion that policies aimed at improving human capital would have been just as effective as a land reform. Further, this study also identifies the crop mix selected as the proximate channel of transmission. Farmers in the region with the highest levels of land inequality favoured less valuable crops, like wheat. An arid climate combined with a lack of irrigation infrastructure and wheat protectionism justify this preference.
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Putriastuti, Massita Ayu Cindy, Vivi Fitriyanti, Vivid Amalia Khusna, and Inka B. Yusgiantoro. Crowdfunding Potential: Willingness to Invest and Donate for Green Project in Indonesia. Purnomo Yusgiantoro Center, August 2022. http://dx.doi.org/10.33116/pycrr-1.

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Highlights • Individual investors prefer to have an investment with high ROI rather than a low-profit investment with environmental and social benefits. • Males invest and donate more money than females in terms of quantity and frequency. • People with a level of education above an associate degree (D3) have a significantly higher level of willingness to invest and donate to green project, compared to people with a lower level of education. • In general, people with a higher income level have a higher willingness to invest. However, there is no proof on the relationship between level of income and willingness to donate. • The age increases have a positive correlation with the willingness to invest in green project. Nevertheless, people >44 years old are more interested in donating than investing. • The younger generation (<44 years) tends to pick higher returns and short payback periods compared to the older generations (>44 years). • The respondents tend to invest and donate to the project located in the frontier, outermost, and least developed region (3T) even though the majority of the respondents are from Java, Madura, and Bali. • A social project such as health and education are preferable projects chosen by the respondents to invest and donate to, followed by the conservation, climate crisis, region’s welfare, and clean energy access. • Clean energy has not been seen as one of the preferred targets for green project investors and donors due to the poor knowledge of its direct impact on the environment and people’s welfare. • The average willingness to invest and donate is IDR 10,527,004 and IDR 2,893,079/person/annum with desired return on investment (ROI) and payback period (PP) of 5–8% 24 months, respectively. • Respondents prefer to donate more money to reward donations than donations without reward. • There is an enormous potential of crowdfunding as green project alternative financing, including renewable energy. The total investment could reach up to IDR 192 trillion (USD 13.4 billion)/annum and up to IDR 46 trillion (USD 3.2 billion)/annum for donation. • The main bottlenecks are poor financial literacy and the lack of platforms to facilitate public participation. • COVID-19 has decreased willingness to pay and invest due to income reduction and the uncertain economic recovery situation. However, it makes people pay more attention to the sustainability factor (shifting paradigm in investment).
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An overview of the Futures Literacy Laboratory on “The Futures of Climate Responses, 2040”, Organized by the World Organisation for Animal Health (WOAH) with the UN Educational, Scientific and Cultural Organization (UNESCO). O.I.E (World Organisation for Animal Health), January 2023. http://dx.doi.org/10.20506/9789295121546.

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